LESSON 6 TEACHER’S GUIDE
Go Turtle! Go Hare!
by Richard Pankowski
Fountas-Pinnell Level D
Fable
Selection Summary
Turtle and Hare race. Hare is fast, and Turtle is slow. During the race,
Hare stops to eat and sleep. Turtle wants to stop, too, but he keeps
walking. When Hare wakes up, she hops and hops but can’t catch up
to Turtle, who wins the race.
Number of Words: 100
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Fable
• Simple, past-tense, third-person narrative supported by illustrations
• Repetitive elements: Hare hopped and hopped (and hopped.) Turtle walked and walked
(and walked.)
• Running a race
• Turtles and hares
• The benefits of hard work and determination
• It takes determination and hard work to win or to succeed.
• Slow and steady wins the race.
• Meaning provided through integration of pictures with text
• Animals (Hare and Tortoise) act like people.
• Repeating language patterns: Hare was ___. Hare wanted to stop and ___. So Hare stopped.
Turtle was ___. Turtle wanted to stop and ___. But Turtle walked and walked and walked.
• Many sentences of five or six words
• Animal names supported by illustrations: Hare, Turtle
• Familiar action words; meaning supported by illustrations: hopped, walked, stopped
• Some target vocabulary highlighted in text
• Many high-frequency words: and, was, to, walk, looked, said
• Some words with inflectional ending – ed: hopped, walked, stopped
• Highly supportive illustrations on each page of text
• Illustration above text on each of nine pages
• Mostly three or four lines of print per page
• Sentences begin on the left, and some sentences turn over one line.
• Punctuation: period, exclamation point, quotation marks
• Some objects in pictures are labeled.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Go Turtle! Go Hare!
by Richard Pankowski
Build Background
Read the title to children. As needed, explain that a hare is similar to a rabbit. Talk with
children about what the animals are doing in the cover illustration. Encourage children to
use their knowledge of races, turtles, and hares to think about the story. To prepare for
reading, ask: What happens during a race? If a turtle and a hare race each other, who will
win? Why do you think so?
Front-Load Vocabulary Some everyday words may be unfamiliar to English
learners. Before reading, check understanding of the following words: fast, slow, hungry,
tired, win.
Introduce the Text
Guide children through the text, noting important ideas, and helping with unfamiliar
language and vocabulary so they can read the text successfully. Call their attention to any
labels. Here are some suggestions:
Page 2: Explain that in this story, Turtle and Hare are in a race.
Suggested language: Turn to page 2. Look at the illustration. You can see Turtle
and Hare. You can see their names, too, in labels in the picture. Turtle and Hare are
in a race, but they move differently. The book says: Hare hopped. Turtle walked.
Say the word walked. What letter would you expect to see first in the word walked?
Find the word walked and put your finger under it.
Page 3: Turn to page 3 and look at Hare. Hare is ahead of Turtle. The book says:
Hare was fast. Hare hopped and hopped and hopped. Say the word was. What
letter would you expect to see first in the word was? Find the word was and put
your finger under it. Why is Hare winning the race?
Page 7: Remind children to use the pictures to help them understand the story.
When you look at page 7, you see that Hare has stopped. How do you think Hare
feels? How can you tell? What might Hare have said to herself about the race?
Where is Turtle? What do you think he will do?
Now go back to the beginning and read to find out who wins the race.
Words to Know
eat
look
Grade 1
said
walk
2
want
was
Lesson 6: Go Turtle! Go Hare!
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Read
As children read, observe them carefully. Guide them as needed, using language that
supports their problem-solving ability.
Respond to the Text
Personal Response
Ask children to share their personal responses to the story. Begin by asking what they
liked best about the story, or what they found most interesting.
Suggested language: Who did you think would win the race? Why did you think so?
Ways of Thinking
As you discuss the text, make sure children understand these teaching points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Hare was fast but stopped when
she was hungry and when she
was tired.
• It takes hard work and
determination to win.
• The animal characters in the
fable act and speak like people.
• If you are determined and work
hard, you can succeed against
more talented competitors.
• The writer shows what the
characters are like by what
they do; for example, Turtle is
determined because he keeps
walking when he is tired.
• Turtle was slow but walked and
walked and never stopped when
he was hungry or tired.
• Turtle won the race.
• The surprise ending of the fable
helps to teach the lesson that
hard work is rewarded.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Support
Concepts of Print
Have children point to the first word and last word in each sentence on page 5.
Demonstrate how to read the second sentence, reading from left to right, and making a
return sweep to continue reading.
Phonemic Awareness and Word Work
Provide practice as needed with words and sounds, using one of the following activities:
• Clapping Syllables Have children hear and say syllables in these words from Go
Turtle! Go Hare!: turtle, he, said, wanted, walked, hungry. Have them clap on each
syllable: turt-tle, said, want-ed, walked, hun-gry.
• Listening Game Have children listen for words that rhyme. Have children raise their
hands if the words rhyme, and keep their hands in their laps if the words do not
rhyme. Say pairs of words, such as slow/go, hop/stop, walk/wait, walk/talk, sleep/slip,
win/walk, win/chin, etc.
Grade 1
3
Lesson 6: Go Turtle! Go Hare!
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Writing About Reading
Critical Thinking
Read the directions for children on BLM 6.9 and guide them in answering the questions.
Responding
Read aloud the questions at the back of the book and help children complete
the activities.
Target Comprehension Skill
Understanding Characters
Tell children that they can understand
characters by thinking about what the characters do. Children can use these details
to figure out what the characters are like. Model how to think about understanding
characters:
Think Aloud
I can understand what Turtle is like by paying attention to what he does.
When Turtle was hungry, he wanted to stop and eat, but he kept walking.
This shows me that Turtle is hard working and wants to win.
Practice the Skill
Have children share another example of what Turtle does and what it shows about him.
Writing Prompt
Read aloud the following prompt. Have children draw and write their response, using the
writing prompt on page 6.
How do you think Turtle feels at the end of the book? How does Hare feel? Draw a picture
showing both animals after the race is over.
Write about how the animals feel after the race.
Grade 1
4
Lesson 6: Go Turtle! Go Hare!
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English Language Learners
Reading Support Pair advanced and beginning readers to read the story softly aloud.
Or have children use the audio or online recordings. After listening or reading aloud, have
children talk about words or phrases that describe a character.
Oral Language Development
Check the children’s comprehension, using a dialogue that best matches their English
proficiency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/ Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: Point to Hare in the story.
Speaker 1: Who was fast?
Speaker 2: [Points to the hare.]
Speaker 2: Hare
Speaker 1: What did Hare do
when she was hungry?
Speaker 1: Point to Turtle.
Speaker 1: Who was slow?
Speaker 2: [Points to the turtle.]
Speaker 2: Turtle
Speaker 1: Who hopped?
Speaker 1: Who stopped to eat?
Speaker 2: Hare
Speaker 2: Hare stopped to eat.
Speaker 2: She stopped.
Speaker 1: What did Turtle do
when he was hungry?
Speaker 2: He walked and walked.
Lesson 6
BLACKLINE MASTER 6.9
Name
Think About It
Go Turtle! Go Hare!
Think About It
Write the word that completes each
sentence.
1. Hare can stop because Turtle is
ahead
2. While Hare
sleeps
behind
behind
.
near
sleeps
eats
, Turtle walks by her.
hops
Making Connections Pick two more animals
who might have a race. Draw a picture of the
race. Label your picture.
Read directions to children.
11
Think About It
Grade 1, Unit 2: Sharing Time
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Grade 1
5
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Lesson 6: Go Turtle! Go Hare!
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Name
Date
Go Turtle! Go Hare!
How do you think Turtle feels at the end of
the book? How does Hare feel? Draw a picture
showing both animals after the race is over.
Write about how the animals feel after the race.
Grade 1
6
Lesson 6: Go Turtle! Go Hare!
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Lesson 6
BLACKLINE MASTER 6.9
Name
Think About It
Go Turtle! Go Hare!
Think About It
Write the word that completes each
sentence.
.
1. Hare can stop because Turtle is
ahead
behind
near
2. While Hare
sleeps
, Turtle walks by her.
eats
hops
Making Connections Pick two more animals
who might have a race. Draw a picture of the
race. Label your picture.
Grade 1
7
Lesson 6: Go Turtle! Go Hare!
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Student
Lesson 6
Date
BLACKLINE MASTER 6.14
Go Turtle! Go Hare! • LEVEL D
page
Go Turtle! Go Hare!
Running Record Form
Selection Text
2
Go Turtle! Go Hare! Hare hopped. Turtle walked.
3
Hare was fast. Hare hopped and hopped and hopped.
4
Turtle was slow. Turtle walked and walked and walked.
5
Hare was hungry. Hare wanted to stop and eat. So Hare stopped.
6
Turtle was hungry. Turtle wanted to stop and eat. But Turtle
Errors
Self-Corrections
Accuracy Rate
Self-Correction
Rate
walked and walked.
7
Hare was tired. Hare wanted to stop and sleep. So Hare stopped.
8
Turtle was tired. Turtle wanted to stop and sleep. But Turtle
walked and walked.
9
Hare looked at Turtle. Turtle walked and walked.
10
Hare hopped and hopped. Turtle walked and walked.
“I win!” said Turtle.
Comments:
(# words read
correctly/98 × 100)
(# errors + #
Self-Corrections/
Self-Corrections)
%
1:
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 1
Behavior
Error
0
0
1
8
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
Word told
T
cat
cat

Error
1413370
Behavior
1
Lesson 6: Go Turtle! Go Hare!
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